The focus is to examine the level of knowledge and understanding of HIV/AIDS of students and life skills educators and how it is managed in school. The role of the school and religious and civic organizations cannot be underestimated in the fight against AIDS. The HIV/AIDS pandemic is one of the greatest humanitarian and development challenges facing the global community.
What is the level of knowledge and understanding of HIV/AIDS among the educators in the Middle Phase. One of the most cost-effective ways is to include these messages in the curriculum. Part three of the chapter focuses on answering the third critical question, which concerns the management of RIV/AIDS in the intermediate phase of a school.
Having outlined the basis of life skills programs for HIV/AIDS, the next section examines educational initiatives in South Africa. Because a student's knowledge and understanding of HIV/AIDS is a result of knowledge, understanding and teaching about mv/AIDS. The sample consisted of three life skills educators in the intermediate phase at this school.
This included obtaining informed consent from the DOE before beginning the study. For example, pseudonyms were used for both the respondents and the organization of the study. The following table shows the biographical information of the teachers in the intermediate phase.
The researcher also ascertained whether the time allotted for completing the questionnaire was reasonable. In the following section, the researcher intended to analyze the results of the questionnaires administered to the students. In this case, the question design to measure the study's variables was included in the interview objectives.
The answer to the above question showed that about half of the students are ashamed to talk about sex education in the age group of 9-10 years, while 21 (52%) of the students do not. Overall, about 24 (20%) of the one hundred and twenty students in the intermediate stage indicated that it was God's punishment. Pupils' responses were also influenced by the cultural and religious beliefs of life orientation educators in the fifth and sixth grades.
The answers of the learners in the 9-10 cohort indicate that these learners have a weaker understanding of HIV/AIDS than the other two groups.
Introduction
Analysis of interviews. 50
- Sexuality Education
- Pedagogy
- Educators' prejudices
- HIV/AIDS Policy
- Learner Support
- Training of Educators
- Cultural/Religious Aspects
Perumal felt uncomfortable when he asked the question and it was clear that he was unaware of the National Policy (1999) which states that HIV/AIDS education should be 'age appropriate'. These findings resonate with the findings of the CMEC-Aids Survey (2000) which claims that educators do not cover some topics thoroughly. The DOE policy clearly states that due to the sensitive nature of the learning content, the educator selected to deliver this education must be specifically trained and supported by the support staff responsible for Life Skills and Illness/AIDS education in the school and province.
Although the educator is not of the same religion, it would not matter, but it would be better if an educator of the same religion taught. However, responses to the student questionnaire show that students also have similar misconceptions about HIV/AIDS. Some of the teachers' value judgments seem to have interfered with the students' values.
They should be invited to attend parenting sessions and should be made aware of the role of sex education and importers of values in the home. When asked about the national DOE policy on HIV/AIDS, three of the four educators said they knew about it but were not that familiar with its content. From the teachers' responses, it is clear that all but one of the educators were reluctant to teach the students about sex education.
Data analysis shows that Perumal's reluctance to teach HIV/AIDS education to fourth-grade students is due to his lack of training and his own prejudices due to his ignorance of HN/AIDS. Although DOE policy states that HIV/AIDS education should be "age-appropriate," the highly personal and sensitive nature of the content suggests that there is an urgent need for capacity building and skills training for all elementary teachers, not just those teaching at the intermediate stage . The answers of the interviewees (life skills pedagogues) show that sex education should not be presented to students in the age group of 9-10 years, because they are too young, but from the answers of the students, although confused, it is clear that a lot.
Additionally, a significant percentage of the one hundred and twenty responses advocated the use of condoms for protection. This shows that many of the children from this religious background have more in common with children all over the world. Despite the views of adults (both Ismail's and Omar's views on sex within the boundaries of marriage), students have different views.
Summary of Educators' Interviews
Conclusion
Curriculum responses
With the integration of me/AIDS across the curriculum, the manager recognized that this was not being done and there was a need to present the different aspects of AIDS education in other learning areas. He explained that HIV/AIDS education should therefore not be limited to the Art and Culture or Life Orientation lessons, but can be included in subject areas such as Humanities and Social Sciences. On support from the management, Perumal replied that there was none, while Ayesha gave the comment, "Non-binding." This comment speaks volumes since she attended the DOE Life-skills workshop.
34;Ayesha had spoken about a school policy on HIV/AIDS.' However, this was not translated into action. The manager, Omar, represents a very vital link between the school and the community as a whole. In addition to being a life skills teacher and school manager, he is also a member of the SGB (school board) and a religious leader in the community.
Workshops and training
To date, fourth graders have had no instruction on HIV/AIDS for the current year. Gaps in teaching and learning represent missed opportunities to consolidate knowledge and change behaviors about my AIDS. This is evident when the educator admits that he is not equipped to teach students about HIV/AIDS due to lack of training.
The manager agreed that there was a need to work together and there was a need for life skills educators to attend workshops to equip themselves with knowledge about RN/AIDS as “knowledge is a weapon.”.
School Policy on HIV/AIDS
Some parents may feel that this is too early or that this is not the responsibility of the educator, but of the parent (Educational Innovation, 2002). These issues need to be discussed in a forum where life skills managers and educators can express their feelings about HIV/AIDS education.
Parental!community involvement
Part One of this chapter presented a detailed analysis of the learners' understanding of HIV/AIDS in the Intermediate Phase. Part Two presented an analysis of the key findings from the educators' interviews which highlighted the complex nature of HIV/AIDS education and which led to a somewhat limited response from some Life Skills educators. Part Three presented the interview responses of the school manager and indicated that when my/AIDS education is not adequately managed, it has an impact on both the educators' performance in the classroom as well as the learners' understanding of HIV/AIDS.
Regarding the management of the HIV/AIDS life skills program, a mandatory school-focused policy should be implemented to drive the implementation of the HIVIAIDS life skills program. Both students and educators can be used in designing and implementing HIV/AIDS education curricula and promoting the development of teaching support materials. Knowledge, attitudes, and perceptions of sixth and seventh grade students regarding HIV/AIDS and HIV/AIDS education.
Commentary on the colloquium Introducing gender equality in schools: working in the HIV/AIDS environment. HIV/AIDS and Education in Eastern and Southern Africa: The Leadership Challenge and the Way Forward. Establishing gender equality in schools: Working in the HIV/AIDS environment; v Perspectives in education; 20 (2).
Topic: Promoting awareness of HIV/AIDS at the intermediate stage in primary school. Do you think the Department's policy is adequately addressing the issue of HIV/AIDS, or is the policy too burdensome? Is there an organization working with your school to help students/parents who are affected/infected by HIV/AIDS.
How important is it to you that life skills educators attend regularly on HIV/AIDS? Do you think that sexuality education as part of the HIV/AIDS program should be addressed at the primary school level? Are there any HIV/AIDS orphans in your school and how are they supported by the school?
What are the ways in which the school can help/support students who are infected/affected by HIV/AIDS. Why is it important for all eamers to learn the right information about HIV/AIDS.
